Publication Date

5-2007

Degree Granted

Ph.D.

Institution Granting Degree

Northcentral University

Abstract

This dissertation summarizes an archival longitudinal study to examine the influence inclusion practices have on academic achievement and behavioral referrals. This was a twelve-year study (1993 – 2004) with three different phases (Pre-inclusion, Inclusion, and Follow-up inclusion). Data was collected on academic achievement (TASS scores) and behavior referrals (discipline counts) for 350 schools over the twelve year period. Significant results show a decline in academics and an increase in behavioral referrals associated with the number of special needs students in a general classroom.

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